Catalysing Change in Higher Education for Sustainable Development A review of professional development initiatives for university educators
Abstract
This paper provides a critical review of existing practice, international policy frameworks and literature relating to ESD, professional development and higher education. It examines innovative initiatives worldwide that seek to improve the capability of educators in higher education to integrate ESD into academic practice at individual, disciplinary and institutional levels.
A rigorous process of selection was applied and overseen by an international expert group. This ensured that the initiatives sought educational change in ESD and not simply the embedding of content about sustainability into learning opportunities.
It also assured that the initiatives had a clear and intentional professional learning process to underpin the engagement of participants with ESD. ESD has grown in visibility and status worldwide, with a clear increase of activity in higher education.
The sector is viewed as a significant force for change in societies, through the education provision it offers to future professionals and leaders in all sectors. However, universities currently lack capacity to integrate ESD effectively into mainstream teaching practices and the training they provide for academic staff, or to integrate ESD into their institutional teaching and learning priorities.
Many ESD activities remain focused on teaching issues arising in sustainable development research and delivering specialist modules or courses in sustainability. Very few countries and institutions have significant staff development programmes to enhance the ESD competences of university educators and build their academic leadership capabilities for ESD.
The contributions to this special issue demonstrate the need for greater understanding of the multi-level task of integrating ESD into professional development activities not just for individual impact in the classroom but to advance institutional change and decisively influence the teaching and learning discourse of higher education.